# ALEX Learning Activity

## Dividing Large Numbers Part III: Exit Pass

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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This learning activity provided by:
 Author: Stephanie Carver System: Cullman City School: Cullman City Board Of Education
General Activity Information
 Activity ID: 2524 Title: Dividing Large Numbers Part III: Exit Pass Digital Tool/Resource: Division Exit Pass Web Address – URL: https://docs.google.com/document/d/1FqwA6XXa9C8pdzVGysr8Pgdq67g25QJcl6vPGtpVP0g/edit?usp=sharing Overview: This activity should be used at the end of a lesson or unit on the division of whole numbers. This activity should be used as an exit slip to check students' understanding of how to find quotients of larger numbers using strategies based on place value. This activity results from the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2019 (2019) Grade: 4 12. Use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-number quotients and remainders with one-digit divisors and up to four-digit dividends. a. Illustrate and/or explain quotients using equations, rectangular arrays, and/or area models. Unpacked Content Evidence Of Student Attainment:Students: When given division problems with one-digit divisors and up to four-digit dividends, Find quotients with remainders using strategies based on place value, properties of operations, and the relationship between multiplication and division. Illustrate quotients using a rectangular array and/or area model, and explain the connection of the visual model to the equation.Teacher Vocabulary:Quotient Dividend Divisor Divide Multiply Multiple Equation Remainder Area model Greatest multiple Decompose Compose Array Properties of operations Unknown factor Partial quotientKnowledge:Students know: How to decompose and compose numbers in a variety of ways using place value and the properties of operations to demonstrate a variety of strategies for division. Division can be described as an unknown factor problem. A variety of contextual situations can be represented with a division equation.Skills:Students are able to: Use strategies based on place value to find whole number quotients and remainders. Use the properties of operations to find whole number quotients and remainders. Use arrays and area models to find whole number quotients and remainders. Illustrate division situations with rectangular arrays and area models. Write an equation to represent a division situation.Understanding:Students understand that: Division expressions represent The number of objects in each group when the total number is partitioned evenly into a given number of groups. The number of groups when the total number is partitioned into groups that each contain a given number.Diverse Learning Needs: Essential Skills:Learning Objectives: M.4.12.1: Define fraction, numerator and denominator. M.4.12.2: Recognize fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. M.4.12.3: Identify the parts of a fraction a/b as the quantity formed by a parts and size 1/b. M.4.12.4: Recognize fractions as numerals that may represent division problems. M.4.12.5: Label numerator, denominator, and fraction bar. M.4.12.6: Identify parts of a whole with two, three, or four equal parts. M.4.12.7: Recognize that equal shares of identical wholes need not have the same shape. M.4.12.8: Distinguish between equal and non-equal parts. Prior Knowledge Skills:Recognize fractions as lengths from zero to one. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Identify a number line. Recognize whole numbers as lengths from zero to one. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Identify a number line. Label the fractions on a pre-made number line diagram. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Recognize a number line diagram with equally spaced points. Compare length using nonstandard units to determine which is longer.
Learning Objectives:

Students will find whole-number quotients by using strategies based on place value.

Strategies, Preparations and Variations
 Phase: After/Explain/Elaborate Activity: Once students have investigated and explored the concept of finding whole-number quotients by using strategies based on place value, this activity can be used to give the students an opportunity to explain their thinking and elaborate on the concept. Students will complete the Division Exit Pass. Allow students to complete this activity individually then share their thinking with a partner or group of students. Students should explain their reasoning. This exit pass will assess the student's ability to use strategies to find a quotient of a whole-number division problem. Students should use strategies based on place value. This activity can be used as an assessment or the teacher can lead a class discussion to allow students to share their reasoning with their classmates. Assessment Strategies: Student recordings on the Division Exit Pass sheet will be used as a formative or summative assessment to make sure students find whole-number quotients by using strategies based on place value. Advanced Preparation: This activity should be used at the end of a lesson on division. Students should have prior knowledge on how to find a quotient using a strategy based on place value. Variation Tips (optional): Notes or Recommendations (optional): 12. Use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-number quotients and remainders with one-digit divisors and up to four-digit dividends. a. Illustrate and/or explain quotients using equations, rectangular arrays, and/or area models. This activity can stand alone or be used with the following learning activities: Dividing Large Numbers Part I: Number TalkDividing Large Numbers Part II: School Concert
Keywords and Search Tags
 Keywords and Search Tags: dividend, division, divisor, multiplication, quotient